November 15, 2019

Highlights of the Week

Painting with Feathers: The idea behind "process art" is that the activity is more about the process itself than the end product.  The students seemed to enjoy, dipping the feathers into the paint and tapping them onto the paper. The feathers are not as sturdy as paintbrushes but made a fascinating textured look!  

As they painted, they looked curious and observed their artwork.  It’s a way for them to experiment and make simple observations on their own.  Some continued tapping, creating lines, or covered the paper as they stroke the feathers.  Real process art is merely allowing children a wide range of materials to use and allowing them to create. 

Providing opportunity, time, and materials for children to engage with to create, are the elements that form process art. Process art emphasizes the process of making art, and about the experience, the child has while they are creating.

Ophelia seemed to enjoy, dipping the feathers into the paint and then tapped and dragged them onto the paper.

Alexandra selected two colors, pink and purple. She appeared excited to explore the new painting tool, as she swiftly moved the feathers at the center of the paper.

It was interesting to see how Teagan maneuvered the feathers as she painted. She continued and maintained her strokes at the center of the paper.

Crinkle Paper! Each child projected and expressed their craft differently. For example, some applied, while others poured the glue. As they approach the next step, placing the shredded paper on their canvas. Each child selected the colors (brown or white) and how much of it they wanted to apply on their canvas. Promoting independence is critical in toddlerhood. We want them to feel confident as they make a decision. Next week, the children will perform step three, painting. The children will be selecting two colors.

Circle Time

During circle time, we do a variety of activities; for example, sing songs, read books, counting, and discuss different topics. Part of our circle time, we have included, What Color are You Wearing Today? Every day we are going to look at the clothes we are wearing and articulate one color. Then they will take the letter of their first name, for example, A for Annabelle and place it on the color stick. It's a fun way for the children to learn about colors!

ART

Along with being a fun way to promote fine motor skills by popping the tiny plastic bubbles, students can use bubble wrap for painting. Before putting the cups of paint, the students explored the bubble wrap paper. As they used their fingers to press down onto the paper, they seem to enjoy the sound the bubble wrap paper made.

They maneuvered the paintbrush in different directions to cover the plastic bubbles with paint. Painting alongside each other allows them to understand and respect their space.

For this painting project, the children used different colors and splattered the paint using a sponge-like brush. They noticed that as they tapped and pressed the brush onto the paper, it made distinctive marks. When the painting was dried, the teacher asked the children which way the picture should be displayed. Their answers were, "This way!" The teacher placed the painting on the table and had them articulate and demonstrate which angle their art piece should display.

The children observed the painting, and Teagan turned it around until she said, "This way!" and Annabelle agreed.

Painting aids children in acquiring hand-eye coordination, an essential skill in their age. This development occurs, as they learn to paint the parts that they see, making sure their hand movement is at par with their vision. Also, your child can develop mobility skills. They move their hand muscles as they touch and squeeze the paint.

The mixture contained yellow and silver paint, shaving cream, and a small amount of glue. The smoothness of the paint caused the children to have a calm disposition as they explored. Teagan enjoyed it so much that she painted her feet and Annabelle as well. They worked there for quite some time, engaging with the color.

MANIPULATIVE

Alexandra interacted with the train tracks and connected three tracks and then two tracks. Then she took them and joined them together, creating a five-track structure. It seems that she is going to continue adding tracks. People props were placed nearby for her to extend her exploration. Providing materials to continue a child's investigation, promotes creativity and imagination.

Teagan and Annabelle constructed an alignment of squares out of Magna-tiles. Teagan went to get some animal props, and they both placed each animal in a square.

These magnetic building tiles are innovative, colorful, and strengthen motor skills, including pincer grip, which is so crucial to fine motor development control.
Teagan investigates and manipulates squares and triangles. She connects them in a unique arrangement. As she observes her structure, she adds more squares, including a big square. She immediately articulated, "Look, like a computer!" She moves her fingers rapidly as if she was typing. Play involves children exploring and using their bodies and materials to make and do things and to share their ideas and thoughts. Children imagination increases when they engage, build, and associate their structures with things they see in their environment.

Teagan used specific Hollow Blocks for her structure. As she swayed her body and simultaneously moved the blocks and said, “Rocking the Baby. There in here. There going to sleep!” and began singing the ABC song. “ Teagan has created an extension to her baby doll play, building a crib! The teacher will be exploring this exciting idea.

Specialist

Spanish

Music

Due to our schedule on Friday, we had music on Thursday, and classroom 3B joined us. The children enjoyed singing and dancing as they listened to music.

Soccer

One of the children from 1A joined us for soccer. He appeared comfortable as he ran and kicked the ball. He will probably be with us every Thursday for soccer.